Yadolah Fazli; Omid Mehni; Ayoub Feyzi; Bijan Abdollahi
Abstract
Purpose: The main purpose of this study was to investigate the relationship between managers' communication skills and the effectiveness of classroom management.Methodology: The method of the present study was descriptive-correlation. The statistical population included 28 principals and 976 teachers ...
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Purpose: The main purpose of this study was to investigate the relationship between managers' communication skills and the effectiveness of classroom management.Methodology: The method of the present study was descriptive-correlation. The statistical population included 28 principals and 976 teachers of secondary schools in Amol city. Stratified random sampling method was used to select the statistical sample. Based on this, 24 managers and 278 secretaries were selected as the statistical sample of the study. Data collection tools were Barton Communication Skills Questionnaire (1990) and Imarohikman Classroom Management Effectiveness Questionnaire (1991). The communication skills questionnaire had 18 items with three components "verbal skills, listening skills and feedback skills". The Classroom Management Effectiveness Questionnaire also consisted of 35 questions that measured the three components of "establishing discipline in the classroom, the effectiveness of parental education, and the effectiveness of the teacher's personal training." The validity of the questionnaires was confirmed using face and content validity methods. The reliability of the questionnaires was also reported using the appropriate Cronbach's alpha method. In order to analyze the data, Pearson correlation coefficient test and path analysis test were used.Findings: The results showed that there is not a significant relationship between the communication skills of managers and their components with the component of classroom discipline, but the total score of total communication skills of managers and its components with the other overall score of the classroom management and the components of the effectiveness of parent education And there is a positive and meaningful relationship between the effectiveness of teacher training. The results of path analysis indicate that the effect of verbal skills on classroom discipline is irrelevant and has a significant effect on the effectiveness of parental education and the effectiveness of teacher education. Hearing skills can also explain the effectiveness of parental training and the effectiveness of teacher training in a meaningful way and the classroom discipline is unreasonably explained. Finally, feedback skills can effectively explain the effectiveness of parental education and the effectiveness of teacher training in a meaningful way and the classroom discipline is unreasonably explained.Conclusion: Based on the research findings, it can be concluded that strengthening the communication skills of principals can be effective in enriching verbal and non-verbal communication with students' parents and also helping teachers in the quality of classroom management.
Javad Kohansal Jajarm; Mahbobeh Soleiman Pour Omran; Rova Afrasiabi
Abstract
Purpose: The present study was conducted with the aim of validating the teaching pattern based on emotional intelligence in higher education.Methodology: The present study was a combination (qualitative and quantitative). The population of the qualitative section was the experts of the educational sciences ...
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Purpose: The present study was conducted with the aim of validating the teaching pattern based on emotional intelligence in higher education.Methodology: The present study was a combination (qualitative and quantitative). The population of the qualitative section was the experts of the educational sciences of the higher education of provinces of Khorasan and the community of the quantitative section were the undergraduate students of all the fields of higher education of provinces of Khorasan in 2020-21. The sample size of the qualitative section according to the principle of theoretical saturation was estimated 15 people who were selected by purposive sampling method and the sample size of the quantitative section according to Cochran's formula was estimated 350 people who regarded to the prevalence of Covid-19 were selected by available sampling method. The research instruments were the depth and semi-structured interviews and researcher-made questionnaire of 92 items, which the validity of the interviews was confirmed by the triangulation method and its reliability was estimated by Holstie method 0.94 and the content validity of the questionnaire was confirmed by experts and its reliability was estimated by Cronbach's alpha method 0.75. Data were analyzed by coding and exploratory factor analysis in SPSS software version 22.Findings: The results of the qualitative section showed that there were 92 open codes and 26 central codes in the form of five selective codes, which were included self-knowledge (with three codes of emotional awareness, correct self-assessment and self-confidence), emotional interaction (with five codes of knowing and understanding others, maturity of others, service-orientation, guiding diversity and political awareness), collective relations (with eight codes of influence, communication, conflict management, leadership, accelerating of change, linking, joint efforts and participation and group capacities), self-management (with five codes of self-control, conscientiousness, trust, adaptability and innovation) and spontaneity (with the five codes of growth-orientation, commitment, initiative, optimism and moral action). The results of the quantitative section showed that the model had a good fit and the factor load of all open, axial and selective codes was significant (P<0.001).Conclusion: Due to the validity of the teaching pattern based on emotional intelligence in higher education, its use can help improve the performance and effectiveness of higher education.
